TWO  PAPERS 


, (S\ 


MANUAL  TRAINING, 

BY 

WILLIAM  T.  HARRIS: 

I. 

THE  INTELLECTUAL  VALUE  OF  TOOL  WORK. 

II. 

THE  EDUCATIONAL  VALUE  OF  MANUAL  TRAINING. 


WASHINGTON: 

GOVERNMENT  PRINTING  OFFICE. 
1890. 


-37/.4-Z 


i. 


THE  INTELLECTUAL  VALUE  OF  TOOL  WORK. 


By  W.  T.  Harris,  Concord,  Massachusetts, 
r A paper  read  before  the  Hationa,  ^aHona^ssociation,  in  Sashvi.ie,  Tennessee, 

or&o^Hve^n^earth3  W rnts^hif  he  must  gratify  in 

some  extent  shelter,  man  needffood  and^h^ter  and  to 

isssafe* 

to  seize  upon  the  mea  ™of  suDolvi^  ^StrU“ents  with  ^hich 

mngly  aiding  his  natural  Uj  -n,  bis  wants,  by  cun- 

ones.  He  demises  instramente  out  of  natnl?^ * • V in™nted 
animal,  and  vegetable  substances  andtw^1  ■mat?rial,s,  mineral. 

rAStsr  * »*“»  htT^r*r»srr^; 

tiSSfCrtSSlScfS^r  *°  ■“”*•"  * hostil,  might 

sity  of  drudgery  for  daily  assistance  WP°Smv.  Up°j  £lm  tlle  neces- 

fS“"%  10  m“  *«»  h«i>«  ™,uS5  Sf5lt£ssS<S 

““k™,  »d  the  combi.,,  ot 
'erse.  Let  us  take  a survey  of  him^Vl?*61^1118  ^^t 111  the  uni- 
wielder  of  them.  InteXftLl an  1 mn,}&  maker  °-f  tools  and  the 
his  power  of  invention  It  is  umte  to  give  man 

he  powers  and  adaptations  of  thins-s  aiwl  L?  niUhng,.iW  llC  l dls°overs 
t is  the  moral  power If  selLconoufst^ tW  them  to  llis  uses- 

he  ease  and  comfort  of  the  S lbl®s  ,man  <*>  sacrifice 

>°n,  in  order  by  industry  and  nntw^+e*  f-nd  *°  endure  priva- 

,«S„  “ “J *S‘ 

tnsider the., pos.ihiliti,, , h, toSdSC ifSTSng 

3 


1 o % z 


4 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


an  internal  seeing  ; the  world  begins  to  assume  a new  aspect ; each 
object  appears  to  be  of  larger  scope  than  its  present  existence,  for 
there  is  a sphere  of  possibility  environing  it,  a sphere  which  the 
sharpest  animal  eyes  of  lynx  or  eagle  cannot  see,  but  which  man,  en- 
dowed with  this  new  faculty  of  inward  sight,  perceives  at  once.  To  this 
insight  into  possibilities  there  loom  up  uses  and  adaptations,  transfor- 
mations and  combinations  in  a long  series  stretching  into  the  infi- 
nite behind  each  finite  real  thing.  The  bodily  eyes  see  the  real  ob- 
jects, but  cannot  see  the  infinite  trails  ; they  are  invisible  except  to 
the  inward  eyes  of  the  mind. 

What  we  call  directive  power  on  the  part  of  man,  his  combining 
and  organizing  power,  all  rests  on  this  power  to  see  beyond  the  real 
things  before  the  senses  to  the  ideal  possibilities  invisible  to  the 
brute.  The  more  clearly  man  sees  these  ideals,  the  more  perfectly 
he  can  construct  for  himself  another  set  of  conditions  than  those  in 
which  he  finds  himself. 

Men  as  tool  workers,  as  managers  of  machines,  participate  in  this 
higher  kind  of  perception  in  different  degrees,  but  all  have  it  to 
some  extent.  The  lowest  human  laborer  has  the  dimmest  notions  of 
these  ideals  ; they  are  furnished  him  by  others  ; he  is  told  what  to 
do;  he  furnishes  the  hands  to  work  with,  and  some  one  else  furnishes 
the  brains  or  most  of  the  brain  work.  Unless  a directing  mind  is 
near  by  to  help  at  every  moment  with  the  details  of  some  ideal,  the 
rude  laborer  ceases  his  work,  having  no  knowledge  of  what  is 
required  next.  His  capacity  to  grasp  an  ideal  is  very  small  ; he 
can  only  take  it  in  tiny  fragments — small  patterns  dealt  out  to  him 
as  a hand  by  the  directing  brain  of  the  overseer  or  “boss.” 

It  seems  a waste  of  power  to  have  two  brains  to  govern  one  pair  of 
hands.  It  is  evidently  desirable  to  have  each  laborer  developed  in 
his  brain,  so  as  to  be  able  to  see  ideals  as  well  as  to  realize  them  by 
his  hands. 

The  development  of  this  desirable  power  we  call  education  of  the  in- 
tellect, and  its  chief  means  is  science.  Science  is  the  systematized 
results  of  observation.  Each  fact  in  the  world  is  placed  in  the  light 
of  all  the  other  facts.  All  facts  are  made  to  help  explain  each  fact. 
This  is  science.  N o w each  fact  represents  only  one  of  the  many  possi- 
ble states  of  existence  which  a thing  may  have.  When  one  state  of  ex- 
istence is  real  the  others  are  mere  possibilities,  or,  as  they  are  called, 
“potentialities.”  Thus  water  may  exist  as  liquid,  or  vapor,  or  ice, 
but  when  it  is  ice  the  liquid  and  vapor  states  are  mere  potentialities. 

Science  collects  about  each  subject  all  its  phases  of  existence  under 
different  conditions  ; it  teaches  the  student  to  look  at  a thing  as  a 
whole,  and  see  in  it  not  only  what  is  visible  before  his  senses,  but 
what  also  is  not  realized  and  remains  dormant  or  potential.  The 
scientifically  educated  laborer,  therefore,  is  of  a higher  type  than 
the  mere  “hand-laborer,”  because  he  has  learned  to  see  in  each  thing 
its  possibilities.  He  sees  each  thing  in  the  perspective  of  its  history. 
Here,  then,  in  the  educated  laborer,  we  have  a hand  belonging  to  a 
brain  that  directs,  or  that  can  intelligently  comprehend  a detailed 
statement  of  an  ideal  to  be  worked  out.  The  laborer  and  the  “boss  ” 
are  united  in  one  man. 

There  are,  as  we  have  said,  different  degrees  of  educated  capacity, 
due  to  the  degree  in  which  this  power  of  seeing  invisible  potentiali- 
ties or  ideals  is  developed.  The  lowest  humanity  needs  constant 
direction,  and  works  only  under  the  eye  of  an  overseer  •;  it  can  work 
with  advantage  only  at  simple  processes  ; by  repetition  it  acquires 


THE  INTELLECTUAL  VALUE  OF  TOOL  WORK. 


5 


skill  at  a simple  manipulation.  The  incessant  repetition  of  one 
muscular  act  deadens  into  habit,  and  less  and  less  brain- work  goes 
to  its  performance.  When  a process  is  reduced  to  simple  steps, 
however,  it  is  easy  to  invent  some  sort  of  machine  that  can  perform 
it  as  well  or  better  than  the  human  drudge.  Accordingly,  division 
of  labor  gives  occasion  to  labor-saving  machinery.  The  human 
drudge  cannot  compete  with  the  machine,  and  is  thrown  out  of  em- 
ployment and  goes  to  the  almshouse  or  perhaps  starves.  If  he 
could  only  be  educated  and  learn  to  see  ideals,  he  could  have  a place  as 
manager  of  the  machine.  The  machine  requires  an  alert  intellect  to  di- 
rect and  control  it,  but  a mere  4 4 hand  ” cannot  serve  its  purpose.  The 
higher  development  of  man  produced  by  science  therefore  acts  as  a 
goad  to  spur  on  the  lower  orders  of  humanity  to  become  educated 
intellectually.  Moreover,  the  education  in  science  enables  the 
laborer  to  easily  acquire  an  insight  into  the  construction  and  man- 
agement of  machines.  This  makes  it  possible  for  him  to  change  his 
vocation  readily.  There  is  a greater  and  greater  resemblance  of 
each  process  of  human  labor  to  every  other,  now  that  an  age  of 
machinery  has  arrived.  The  differences  of  manipulation  are  grown 
less,  because  the  machine  is  assuming  the  handwork,  and  leaving 
only  the  brain  work  for  the  laborer.  Hence  there  opens  before  labor 
a great  prospect  of  freedom  in  the  future.  Each  person  can  choose 
a new  vocation  and  succeed  in  it  without  long  and  tedious  appren- 
ticeship, provided  that  he  is  educated  in  general  science. 

If  he  understands  only  the  theory  of  one  machine  he  may  direct 
or  manage  any  form  or  style  of  it.  He  could  not  so  easily  learn  an 
entirely  different  machine  unless  he  had  learned  the  entire  theory  of 
machinery.  The  wider  his  knowledge  and  the  more  general  its 
character,  the  larger  the  sphere  of  his  freedom  and  power.  If  he 
knows  the  scientific  theory  of  nature’s  forces  he  comprehends  read- 
ily not  only  the  machines,  but  also  all  nature’s  phenomena  as 
manifestations  of  those  forces.  Knowledge  is  educative  in  propor- 
tion to  its  enlightening  power  or  its  general  applicability.  The 
knowledge  of  an  art  is  educative  because  it  gives  one  command  in 
a sphere  of  activity  ; it  explains  effects  and  enables  the  artisan  to  be 
both  brain  and  hand  to  some  extent.  A science  lifts  him  to  a much 
higher  plane  educatively,  because  he  can  see  a wide  margin  of  pos- 
sibilities or  ideals  outside  of  the  processes  in  use,  and  outside  of  the 
tools  and  machines  employed. 

Education,  then,  takes  these  three  steps:  First,  to  do  what  is  di- 
rected by  authority;  secondly,  to  know  the  theory  of  the  art  or 
trade  as  it  is  and  has  come  down  by  tradition;  thirdly,  to  know  the 
general  science  of  the  subject,  and  comprehend  not  only  the  proc- 
esses that  have  been  realized,  but  the  possibility  of  others. 

The  civilization  in  which  we  live  is  well  characterized  as  a scien- 
tific one,  and  it  is  making  great  strides  toward  the  conquest  of  na- 
ture. It  demands,  too,  as  we  see,  an  education  for  all  people.  There 
is  less  and  less  place  left  for  the  mere  drudge,  all  hands  and  no 
brains.  Machinery  can  do  his  work  so  cheaply  that  his  wages  must 
be  very  slender.  The  education  demanded,  moreover,  is  not  the 
training  in  technical  skill  so  much  as  in  science.  For  the  more  gen- 
eral training  emancipates  the  laborer  from  the  deadening  effects  of 
repetition  and  habit,  the  monotony  of  attending  the  machine,  and 
opens  up  a vista  of  new  invention  and  more  useful  combinations. 

While  the  student  is  learning  a method  of  doing  something  his 
brain  is  exercised  ; when  the  process  has  become  a habit  it  is  com- 


6 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


mitted  to  his  hand,  and  his  intellect  is  not  required  again  except  for 
new  combinations.  This  is  true  of  all  machine  work,  of  all  tool  work. 
Its  theory  is  soon  exhausted,  and  the  deadening  process  of  habit  sets 
in.  Science  is  perpetually  living,  always  educative.  The  mind  goes 
from  principle  to  principle ; it  discovers  and  inventories  new  prov- 
inces of  nature,  and  applies  its  principles  to  their  explanation.  In 
reaching  vaster  unities  of  nature  it  finds  deeper  principles. 

Not  the  study  of  tools  and  machinery,  but  that  of  natural  science, 
is  more  educative,  therefore,  because  it  keeps  the  mind  in  perpetual 
activity. 

If  we  pause  here  and  ask  ourselves,  what  is  the  scope  of  the 
inquiry  thus  far  made  ? we  shall  be  obliged  to  confess  that  we  have 
regarded  man  only  in  his  animal  nature,  possessing  bodily  wants  of 
food,  clothing,  and  shelter.  We  see  at  once  that  this  is  no  inventory 
of  man’s  wants — it  falls  infinitely  short  of  his  requirements  as  a spir- 
itual being.  If  machinery  were  invented  so  that  he  could  get  food, 
clothing,  and  shelter  in  abundance  and  of  the  finest  quality  at  the 
cost  of  a moment’s  labor  each  day,  all  this  would  be  of  small  account 
as  an  item  of  civilization  unless  the  human  energy  saved  from  drudg- 
ery had  found  channels  of  expenditure  in  the  vocations  relating  di- 
rectly to  the  education  of  the  spiritual  nature  of  man. 

Here  we  come  to  the  all-important  distinction  between  that  which 
belongs  only  to  the  nature  of  a means  instrumental  to  something  else 
different  from  itself,  and  that  which  is  an  end  for  itself.  The  human 
mind  or  soul  is  an  end  for  itself.  Matter  and  the  body  are  only 
instrumental,  only  means  for  the  perfection  of  the  soul.' 

What,  we  inquire,  are  the  ideals  of  perfection  of  the  soul,  then  ? 
For  it  would  seem  that  all  through  our  industrial  processes  there 
should  have  prevailed  a guiding  purpose  to  subordinate  all  human 
endeavor  to  the  interest  of  the  mind.  We  have  already  taken  note 
of  the  science  of  nature  as  a purely  theoretical  study,  more  educative 
than  any  form  of  art  because  it  is  the  source  of  inexhaustible  activity 
in  the  intellect.  Nature  in  time  and  space  is  one  world  for  man’s 
scientific  mastery.  Over  against  this  there  is  another  world  for  his 
science,  the  world  of  mind. 

Nature  is  before  us  as  organic  and  inorganic  realms.  Mind  reveals 
itself  in  three  forms,  thinking,  willing,  and  feeling.  Leaving  this- 
psychological  point  of  view,  it  will  be  more  interesting  for  us  to  look 
at  the  world  of  humanity  in  three  aspects.  Human  nature  has  re- 
vealed itself  in  institutions,  social  structures  organized  so  as  to  make 
the  strong  help  the  weak  ; the  mature  assist  the  immature ; the  wise 
the  simple  ; these  institutions  are  the  family,  civil  society,  the  state  or 
nation,  and  the  church.  These  institutions  are  the  outgrowth  of  the 
human  will.  In  the  business  of  education  the  youth  learns  human 
nature  as  will  in  studying  history — history  taken  in  a very  broad 
sense.  But  even  history  in  a narrow  sense  gives  him  glimpses  of  all 
these  institutions  acting  and  reacting  upon  each  of  these.  One  sees 
the  evolution  of  civilization  by  the  study  of  history.  Here,  then,  is  a 
branch  of  study  wdiich  we  must  regard  as  educative  in  the  highest 
possible  degree.  Natural  science,  valuable  as  it  is  in  emancipating 
us  from  drudgery,  is  rather  a science  of  that  which  is  a means  for 
the  development  of  man  as  a spiritual  being.  But  history  is  a science 
of  that  which  is  an  end  for  itself,  because  it  is  the  exhibition  of  the 
structure  and  evolution  of  civilization. 

History  is  only  one  of  the  spiritual  sciences.  There  are  sciences 
that  relate  to  mind  as  intellect  in  its  essence  such  as  philosophy  and 


THE  INTELLECTUAL  VALUE  OF  TOOL  WORK. 


7 


psychology  and  logic,  with  kindred  sciences  like  comparative  philol- 
ogy offering  to  ns  the  revelations  which  different  peoples  of  the  earth 
have  made  of  their  mental  structure  in  language.  This  study  deals 
also  with  that  which  is  an  end  for  itself.  Again,  there  is  the  depart- 
ment of  literature  and  art,  in  which  man  has  portrayed  for  himself 
his  human  nature  in  the  form  of  feelings  and  convictions  leading  out- 
ward and  upward  to  thoughts  and  actions.  For  the  heart  is  in  a cer- 
tain sense  the  primitive  fountain  from  which  flows  the  life-thread 
before  it  is  divided  into  the  strands  of  intellect  and  will.  Literature 
shows  us  this  deepest  source  of  civilization.  Homer,  Dante,  Shake- 
speare, and  Goethe  reveal  prophetically  what  after  ages  work  out 
into  clear  thoughts  and  actions.  Here  then  is  another,  and  a very 
important  study  of  what  is  always  an  end  for  itself. 

History,  the  revelation  of  the  nature  of  human  will ; philology 
and  philosophy,  the  revelation  of  what  is  essential  in  the  human  in- 
tellect, or  the  divine  part  of  it ; literature  and  the  fine  arts,  the  rev- 
elation of  the  human  heart! 

First,  human  nature  evolves  a dim  feeling ; then  develops  it  into 
an  idea  ; then  realizes  it  in  a deed,  and  it  becomes  an  institution  to 
bless  the  race.  + 

There  are  three  departments  to  the  world  of  human  nature,  and 
two  departments  to  the  world  of  nature  below  man — organic  in  plant 
and  animal,  inorganic  in  matter  and  force. 

With  this  survey  of  human  learning,  we  are  now  prepared  to  see 
what  the  school  has  done  in  the  past  and  present  to  provide  an  edu- 
cative process  for  the  child  by  giving  him  a survey  of  the  two  worlds 
in  which  he  lives,  the  material  and  spiritual  worlds — the  world  of 
means  to  an  end  outside  of  itself,  and  the  world  which  is  an  end 
for  itself. 

School  education  should  open  five  windows  of  the  soul,  and  let  it 
look  out  upon  the  two  departments  of  nature  and  the  three  depart- 
ments of  mind.  Now  it  surprises  us  at  first  to  see  that  school  educa- 
tion has  done  this  very  thing  by  its  course  of  study.  Arithmetic 
gives  the  first  glimpse  of  inorganic  nature,. for  it  reveals  the  nature 
of  quantity,  and  quantity  gives  the  law  to  time  and  space,  and  to  all 
bodies.  Then  in  geography  a glimpse  is  given  of  organic  nature  as 
related  to  the  inorganic  on  the  one  hand,  and  as  related  to  man  on 
the  other — a very  educative  study  indeed  ! Then  there- is  grammar, 
which  looks  into  the  logical  structure  of  the  intellect  as  revealed  in 
language  ; history,  which  reveals  the  human  will ; literature  in  the 
school  readers,  showing  how  the  great  geniuses  of  the  language  have 
revealed  the  aspirations  of  the  people  in  impassioned  prose  and 
poetry. 

The  school  does  something  more  than  give  this  all-round  glimpse 
of  man’s  five-fold  world.  The  school  teaches  the  pupil  how  to  re- 
strain his  animal  impulses  to  prate  and  chatter,  disturbing  the  work 
of  others,  and  himself  idle ; it  teaches  him  the  great  lesson  of  indus- 
try and  perseverance  ; it  teaches  him  regularity  and  punctuality,  the 
great  virtues  that  lie  at  the  basis  of  all  human  combination;  it 
teaches  courtesy  and  good  social  behavior ; it  lays  greatest  stress  on 
truth-speaking,  by  showing  the  pupil  in  every  recitation  how  impor- 
tant it  is  to  be  accurate  in  statement,  and  to  fix  the  exact  facts  by 
verification  and  research. 

The  studies  and  disciplines  of  the  school  therefore  open  the  win- 
dows of  the  intellect  upon  all  points  of  the  horizon  of  existence,  and 
they  train  the  will  to  labor  at  what  is  most  difficult  because  most 


8 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


■unusual  for  the  animal  nature.  The  lower  organized  human  being  can 
work  with  his  hands  with  pleasure,  while  it  is  still  a task  of  great  diffi- 
culty for  him  to  contemplate  ideas  or  undertake  any  sustained  trains 
of  thought.  If  youth  can  be  taught  to  bring  their  powers  to  bear  on 
such  ideal  subjects  as  arithmetic,  grammar,  history,  and  literature, 
they  certainly  can  with  ease  give  their  mind  to  any  form  of  manual 
training  or  the  work  of  external  observation,  because  the  greater  in- 
cludes the  less,  and  the  studies  of  pure  science  are  far  more  difficult 
to  carry  on  than  studies  in  applied  science. 

If  we  now  ask  the  question,  What  is  the  comparative  value  of  tool 
work  ? we  may  see  our  way  to  reply,  Tool  work  without  the  theory 
of  construction  is  educative  to  some  extent,  especially  in  the  first 
stages  of  its  practice.  Tool  work  taught  with  the  theory  of  ma- 
chinery, with  applied  mathematics,  is  far  more  educative  than  mere 
tool  work,  and  its  educative  influence  lasts  for  a much  longer  time. 
Tool  work  with  its  theory  and  with  natural  science  is  permanently 
educative,  and  it  does  much  to  raise  manual  labor  above  drudgery, 
and  especially  is  this  the  case  if  it  is  studied  with  the  history  of 
ornamentation  and  with  careful  cultivation  of  aesthetic  taste. 

But  when  compared  with  the  present  course  of  study  in  the  schools 
it  cannot  be  claimed  that  manual  training  opens  any  new  windows 
of  the  soul,  although  it  may  give  a more  distinct  view  from  the  win- 
dow that  opens  towards  inorganic  nature. 

There  remains,  notwithstanding,  a permanently  valid  place  for  the 
manual-training  school  side  by  side  with  apprentice  schools  for  all 
youths  who  are  old  enough  to  enter  a trade,  and  who  are  unwilling 
to  carry  on  any  further  their  purely  culture  studies.  Cultivate  the 
humanities  first,  and  afterwards  the  industrial  faculties.  In  our 
civilization  there  ascend  out  of  the  abyss  of  the  future,  problems  of 
anarchy  on  the  one  hand  and  of  socialism  on  the  other ; individual- 
ism carried  to  such  extremes  that  all  subordination  to  peaceable  and 
established  law  is  deemed  a fetter  to  freedom.  This  centrifugal 
tendency  to  anarchy  is  paralleled  by  a centripetal  tendency  that 
wishes  to  have  the  central  government  perform  not  only  all  the 
duties  of  establishing  justice  and  securing  the  public  peace,  but  also 
to  have  it  own  all  the  property  and  manage  all  the  industries.  In 
short,  the  nationalists  propose  abolishing  the  sphere  of  competition 
and  individual  enterprise.  Education  in  the  history  of  the  world, 
and  in  the  literature  that  reveals  the  aspirations  of  the  human  heart, 
is  well  calculated  to  prepare  the  youth  for  a rational  verdict  on  the 
extreme  issues  that  will  continually  arise  among  a free  people. 
Above  all,  we  must  never  yield  to  the  economic  spirit  that  proposes 
to  curtail  the  humanizing  studies  in  our  schools  for  the  sake  of  add- 
ing special  training  for  industries.  Bather  must  we  do  what  we  can 
to  extend  the  period  of  study  in  pure  science  and  the  humanities, 
knowing  as  we  do  that  all  which  goes  to  develop  the  ability  of  the 
youth  to  see  possibilities  and  ideals,  goes  to  make  him  a more  pro- 
ductive laborer  in  the  fields  of  industry. 


II. 


THE  EDUCATIONAL  VALUE  OF  MANUAL  TRAINING. 


A REPORT  MADE  BY  THE  COMMITTEE  ON  PEDAGOGICS  TO  THE  NA- 
TIONAL COUNCIL  OF  EDUCATION  IN  SESSION  AT  NASHVILLE,  TEN- 
NESSE,  JULY  15,  1889,  DURING  THE  ANNUAL  MEETING  OF  THE 
NATIONAL  EDUCATIONAL  ASSOCIATION. 


REPORT  BY  THE  COMMITTEE  ON  PEDAGOGICS . 

To  the  National  Council  of  Education: 

The  undersigned  Committee  on  Pedagogics  hereby  offer  their  report  on  the  sub- 
ject of  the  Educational  Value  of  Manual  Training,  a subject  that  has  come  to  be  of 
prime  importance  by  reason  of  the  strong  claims  set  up  for  it  by  its  advocates,  and, 
secondly,  by  reason  of  the  fact  that  as  a cause  it  serves  to  unite  not  only  the  critics 
of  the  educational  system  already  existing,  but  also  its  uncompromising  enemies  ; 
thirdly,  because  the  claims  set  forth  in  its  behalf  are  based  not  on  economic  rea- 
sons, but  on  educational  reasons,  an  assumption  being  actually  made  that  the 
effect  of  manual  training  on  the  pupil  is  educational  in  the  same  sense  as  the 
branches  of  science  and  literature  heretofore  taught,  or  at  least,  if  different  from 
them,  of  equal  or  of  superior  value  to  them.  This  assumption  unsettles  the  entire 
question  of  course  of  study,  in  so  far  as  it  rests  on  the  doctrine  of  a specific  educa- 
tional value  for  each  of  the  branches  of  the  course  of  study,  and  in  so  far  as  it  is 
supposed  that  the  present  list  of 'branches  provides  for  an  all-sided  intellectual 
training. 


WHAT  THE  COMMITTEE  PROPOSE  TO  DISCUSS. 

\ 

Your  committee  accordingly  have  proposed  to  themselves  in  this  report  to  dis- 
cuss the  various  phases  of  this  assumption  and  to  inquire  in  what  precisely  consists 
the  educative  value  of  the  branches  taught  in  the  manual  training  school,  and 
wherein  they  are  supplementary  of  the  work  already  done  and  wherein  they  cover 
the  same  ground.  They  have  proposed  to  treat  incidentally  also  the  economic 
questions  involved,  inasmuch  as  the  popularity  of  the  movement  has  its  foundation 
in  the  conviction  that  if  the  schools  teach  manual  training  all  pupils  will  be  fitted 
for  useful  industries  before  the  age  of  leaving  school  for  business. 


PRELIMINARY  ADMISSIONS. 

1.  Your  committee  in  the  outset  admit  the  reasonableness  of  substituting  a sys- 
tem of  manual  training  in  special  schools,  in  so  far  as  it  can  be  done,  for  the  old 
system  of  apprenticeship.  That  said  apprenticeship  has  been  and  is  wasteful  of  the 
time  and  talents  of  the  pupils  is  conceded  ; that  a school  devoted  to  the  business  of 

9 


10 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


educating  the  youth  in  the  essentials  of  his  trade  or  vocation  is  superior  to  the  old 
system  that  employed  the  apprentice  in  all  the  drudgery  of  the  establishment  and 
postponed  his  initiation  in  the  essential  matters  of  his  trade.  But  your  committee 
insists  that  such  manual  training  ought  not  to  be  begun  before  the  completion  of  the 
twelfth  year  of  the  pupil,  nor  before  he  has  had  such  school  instruction  in  the  in- 
tellectual branches  of  school  work,  namely  in  reading,  writing,  arithmetic,  geog- 
raphy, grammar  and  history,  as  is  usually  required  by  those  statute  laws  enforced 
in  enlightened  States  to  prevent  the  too  early  employment  of  minors  in  the  industries 
and  the  neglect  of  their  school  education. 

Your  committee  understand  that  any  amount  of  manual  training  conducted  in  a 
school  is  no  equivalent  for  the  school  education  in  letters  and  science,  and  ought 
not  to  be  substituted  for  it.  They  hold  the  opinion  moreover  that  neither  appren- 
ticeship nor  the  industrial  school  should  be  allowed  to  take  possession  of  the  youth 
until  the  completion  of  his  twelfth  year  at  least ; the  fifteenth  year  is  still  better, 
because  physical  maturity  is  necessary  for  the  formation  of  the  best  muscular 
movements  to  produce  skill. 


REASONS  WHY  TRAINING  IN  THE  USE  OF  TOOLS  SHOULD  NOT  BEGIN  TOO  EARLY. 

At  too  early  an  age  the  pupil  with  his  small  hands  and  fingers,  his  short  and  un- 
developed arms  is  obliged  to  acquire  bad  habits  of  holding  the  implements  of  labor, 
just  as  a child  that  commences  holding  a pen  too  early  will  not  hold  it  so  as  to 
secure  freedom  of  movement.  Moreover,  the  serious  occupations  of  life  cannot  be 
imposed  on  children  without  dwarfing  their  human  nature,  physically,  intel- 
lectually and  morally,  and  producing  arrested  development.  Not  only  the  games 
of  youth,  but  the  youth’s  freedom  from  the  cares  of  mature  life  should  be  insured 
to  him  if  the  best  preparation  is  to  be  made  for  manhood.  It  is  sad  to  know  that 
very  many  children  are  dwarfed  by  family  necessity,  which  compels  them  to  bear 
the  weights  and  cares  of  mature  years.  The  street  gamin  in  the  city  is  preternat- 
urally  acute,  but  is  not  in  process  of  growth  towards  ideal  manhood.  Later  on  he 
will  be  found  suffering  from  premature  old  age,  in  every  respect  a wasted  human 
life  burnt  out  before  it  could  develop  its  moral  and  intellectual  ideals.  He  will 
have  a “ Punch  and  Judy”  face  such  as  Dickens  ascribes  to  the  stunted  products  of 
London  street  education.  Students  of  anthropology  tell  us  that  man  surpasses  the 
animals  so  much  in  his  mature  life  becahse  he  has  a so  much  longer  period  of  help- 
less infancy.  He  passes  through  a hundred  grades  of  ascent  above  the  brute,  using 
all  his  forces  in  learning  to  walk  on  his  hind  legs,  to  use  articulate  speech  for  in- 
tercommunication, to  dress  himself  in  clothes  and  to  put  on  that  far  subtler  clothing 
of  customs  and  usages  which  hold  back  and  conceal  his  animal  propensities  and 
substitute  courtesy  towards  others  for  selfish  natural  impulse.  Were  it  not  for  this 
diversion  of  the  forces  of  childhood  man  might  develop  like  the  animals  the  ability 
to  walk  immediately  after  birth  and  use  his  bundle  of  intellectual  instincts  at  once 
without  the  necessity  of  a long  process  of  education. 


TO  PROLONG  THE  PERIOD  OF  CARELESS  CHlLDliOOD,  DESIRABLE. 

On  these  grounds  your  committee  deprecate  the  necessities  which  abridge  the 
period  of  childhood,  and  consider  this  one  of  the  first  reforms  that  social  science  is 
demanding,  namely  the  protection  of  children  from  the  premature  assumption  of 
the  cares  of  life.  The  work  of  the  kindergarten,  the  schools  for  waifs  and  this  line 
of  effort  will  stop  the  growth  of  that  hopeless  class  of  society  that  has  become  ar- 
rested below  the  moral  stage  of  development. 

The  ever  present  argument  of  the  economical  view  of  education  calls  attention  to 
the  fact  that  the  great  majority  of  children  are  destined  to  earn  their  living  by 
manual  labor.  Hence  it  is  argued  the  school  ought  to  prepare  them  for  their  fu- 
ture work.  The  scientific  view  that  lays  so  much  stress  on  the  protraction  of  the 
period  of  human  infancy  is  opposed  to  this  demand  for  filling  the  child’s  mind  with 
premature  care  for  his  future  drudgery. 

In  fact,  this  scientific  doctrine  has  already  been  anticipated  by  the  humane 
Christian  sentiment  which  has  founded  public  schools  ; for  there  is  a conviction 
deep  seated  in  the  minds  of  the  people  that  all  children  ought  to  be  educated 
together  in  the  humane  studies  that  lie  at  the  basis  of  liberal  culture.  Just  for  the 
very  reason  that  the  majority  have  before  them  a life  of  drudgery,  the  period  of 
childhood  in  which  the  child  has  not  yet  become  of  much  pecuniary  value  for  in- 
dustry, shall  be  carefully  devoted  to  spiritual  growth  to  training  the  intellect  and 


NEED  OF  MENTAL  AND  SPIRITUAL  DEVELOPMENT. 


11 


will  and  to  building  the  basis  for  a larger  humanity.  Such  a provision  commends 
itself  as  an  attempt  to  compensate  in  a degree  for  the  inequalities  of  fortune  and 
birth.  Society  shall  see  to  it  that  the  child  who  cannot  choose  the  family  in  which 
he  shall  be  born  shall  have  given  him  the  best  possible  heritage  that  fortune  could 
bring  him,  namely,  an  education  that  awakens  him  to  the  consciousness  of  the 
higher  self  that  exists  dormant  in  him.  The  common  school  shall  teach  him  to 
conquer  fortune  by  industry  and  good  habits  and  the  application  of  the  tools  of 
thbught. 

THE  WRONG  DONE  THE  CHILD’S  HIGHER  NATURE  BY  A MERELY  PRACTICAL  TRAINING. 

The  economic,  utilitarian  opposition  to  the  spiritual  education  in  our  schools 
comes  before  us  to  recommend  that  we  forecast  the  horoscope  of  the  child,  and  in 
view  of  his  future  possible  life  of  drudgery  make  sure  of  his  inability  to  ascend 
above  manual  toil  by  cutting  off  his  purely  intellectual  training  and  making  his 
childhood  a special  preparation  for  industry. 

Your  committee  would  at  this  point  call  attention  to- the  fatal  omission  on  the 
part  of  the  economist  to  see  what  is  implied  in  his  statement  that  the  schools  should 
fit  the  child  for  his  future  duties  in  life.  For  when  we  inquire  we  discover  at  once 
that  the  trade  or  vocation  in  life  is  but  a small  part  of  the  total  functions  of  any 
one’s  life.  It  is  what  goes  with  the  trade  oT  vocation  that  makes  even  it  a success 
or  failure.  What  does  one  need  to  know  besides  his  trade  ? To  this  question  your 
committee  enumerate  the  following: 


THE  INTERESTS  OF  SOCIETY  AND  THE  STATE  ALIKE  DEMAND  A BROADER  EDUCATION. 

First  under  the  head  of  behavior  toward  others,  his  success  will  depend  on  his 
treatment  of  his  fellow-workmen  and  his  employers;  on  his  treatment  of  his  neigh- 
bors, and  of  his  family  and  children.  Moreover  his  behavior  as  a citizen  concerns 
vitally  all  who  live  with  him  under  the  same  Government;  for  he  conditions  to  the 
extent  of  his  single  vote;  and  the  proletariat  class  as  a whole  may  form  a majority, 
and  determine  altogether  what  sort  of  government  shall  be  placed  over  all,  rich 
and  poor,  Christian  or  heathen,  humane  or  selfish.  The  dude  citizen  who  inherits 
large  wealth  and  believes  that  the  laboring  classes  should  not  be  educated  beyond 
the  station  they  are  to  occupy  in  life  will  find  that  the  manual  laborers  are  also 
voters,  and  that  they  decide  whether  there  shall  be  right  of  private  property  or  pro- 
tection of  life  and  limb  for  him  as  well  as  for  others. 

The  illiterate  manual  laborer,  no  matter  how  skilfully  educated  for  his  trade  in 
wood  and  metal  operations,  cannot  read  and  write.  He  cannot  read  the  newspa- 
per and  take  interest  in  the  doings  of  town,  State  and  Nation,  or  world  at  large,  ex-, 
cept  as  he  hears  of  it  in  the  turbid  stream  of  personal  gossip  from  fellow- workmen. 
He  is  essentially  shut  in  and  his  thoughts  move  around  in  a narrow  circle  like  the 
horse  that  turns  the  wheel  of  the  mill.  Nothing  can  prevent  his  being  the  victim 
of  wild  schemes  of  agitation  that  attack  radically  all  the  institutions  of  civiliza- 
tion. To  the  observer  of  the  newer  and  newest  phases  of  modern  history,  nothing 
is  so  clear  as  the  fact  that  the  first  necessity  of  civilization  is  a system  of  universal 
education,  not  in  industry,  but  in  the  ideas  and  thoughts  that  make  up  the  conven- 
tional view  of  the  world  — such  ideas  and  opinions  as  one  learns  in  studying  geog- 
raphy and  history,  and  especially  literature. 


THE  EDUCATIVE  VALUE  OF  MANUAL  TRAINING  ANALYZED  AND  DEFINED. 

2.  Your  committee  would  now  call  your  attention,  in  the  second  place,  to  the  ed- 
ucative phases  of  manual  training.  They  admit  that  manual  training  is  an  educa- 
tive influence;  for  all  that  man  does  or  experiences  is  educative  to  him,  and  affects 
both  his  will  and  his  intellect.  The  education  of  the  will  takes  place  by  fixing  or 
unfixing  habits  of  doing;  the  education  of  the  intellect  takes  place  through  the  ascent 
from  one  thought  or  idea  to  another;  from  a narrow  point  of  view  to  a broader  and 
more  comprehensive  one;  from  a vague  and  general  grasp  of  a subject  to  an  insight 
that  explains  all  the  details,  and  sees  the  relations  of  all  parts  of  the  whole. 

In  so  far  as  manual  training  schools  teach  the  scientific  principles  that  underlie 
the  practical  points  of  their  work  they  add  intellectual  education  to  physical  educa- 
tion. Instruction  in  the  natural  sciences  gives  knowledge  of  nature  both  as  to  its 
modes  of  existence  and  as  to  the  forces  that  form  and  transform  those  modes  of 
existence.  Natural  science,  it  will  be  readily  admitted,  is  directly  tributary  to  the 


12 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


emancipation  of  the  laborer  because  it  leads  more  and  more  to  the  invention  of  ma- 
chinery. Machinery  does  the  drudgery  of  the  work  and  leaves  to  the  laborer  only 
the  task  of  supervision.  It  assumes  the  physical  labor  and  gives  him  the  intellectual 
labor  of  directing  and  managing  it.  The  more  complete  the  machine  becomes  the 
more  operations  it  includes  in  its  process,  the  more  intellect  is  required  to  manage 
it,  and  the  greater  becomes  its  productiveness. 

Compare  the  study  of  natural  science  in  its  general  phases  with  its  special  appli- 
cations of  the  theory  of  special  machines  and  it  is  seen  that  the  study  of  the  more 
general  is  more  highly  educative;  and  your  committee  would  call  special  attention 
to  the  principle  on  which  this  conclusion  is  based.  That  is  more  highly  educative 
which  lasts  longest  and  has  widest  scope  in  its  enlightening  effects.  The  explana- 
tion of  the  special  machine  (the  steam  engine,  for  example)  is  an  intellectual  acqui- 
sition for  to-day,  and  it  gives  one  a ready  insight  into  all  other  examples  to  be  met 
with  in  future  experience.  But  the  study  of  the  theories  of  heat  and  of  the  dyna- 
mics of  elastic  fluids  gives  insight  not  only  into  the  steam  engine  but  also  into  a 
thousand  other  applications  (spouting  geysers,  oil  wells,  heating  and  ventilating 
houses,  meteorology,  for  example)  within  one’s  experience  and  numberless  thou- 
sands of  examples  possible  in  future  experience.  Hence  the  study  of  pure  science 
is  more  educative  intellectually  than  the  study  of  special  applications  of  iff 

Again  the  study  of  applications  of  science  is  more  educative  than  the  labor  of 
making  the  machine.  The  theory  of  its  operation  involves  all  realizations  of  it  and 
is  not  exhausted  until  all  real  and  possible  varieties  of  construction  have  been  ex- 
plained by  it.  But  the  construction  of  a machine  adopts  one  of  an  indefinite  num- 
ber of  styles  of  construction,  uses  one  kind  of  material  out  of  many  for  each  of  the 
parts  and  encounters  peculiar  difficulties  of  one  kind  and  another  occasioned  by 
temporary  conditions  that  have  nothing  to  do  with  the  nature  of  the  machine  or 
with  its  construction  elsewhere.  The  laborer  thus  obscures  his  general  view  of  the 
principle  of  the  machine  by  covering  it  up  with  a great  collection  of  details  that  do 
not  essentially  concern  it.  He  is  much  more  impressed  with  accidental  matters  of 
no  account  in  the  theory  of  the  working  of  the  machine  than  he  is  with  the  prin- 
ciples of  its  action.  In  a second  experiment  at  constructing  a machine  old  difficul- 
ties disappear  and  new  ones  arise.  The  intellectual  education  is  of  narrow  scope  and 
limited  in  time. 

The  intellectual  factor  of  manual  labor  is  never  very  large  even  in  the  first  con- 
struction of  a new  type  of  product.  The  moral  education  in  manual  training  in 
the  way  of  perseverance,  patience  and  plodding  industry  is  a far  greater  educational 
factor  than  the  intellectual  factor. 

The  education  of  the  muscles  of  the  hand  and  arm,  the  training  of  the  eye  in  accu- 
racy go  for  something  in  way  of  education,  especially  if  these  too  are  of  a general 
character  and  productive  of  skill  in  many  arts.  But  it  happens  in  most  cases  that 
the  training  of  the  muscles  for  a special  operation  unfits  it  more  or  less  for  the  other 
special  operations.  Every  trade  has  its  special  knack  or  skill  and  not  only  requires 
special  education  to  fit  the  laborer  to  pursue  it,  but  it  reacts  on  him  and  fixes  in  his 
bodily  organism  certain  limitations  which  for  greater  or  less  extent  unfit  him  for 
other  occupations.  The  work  of  blacksmithing,  for  instance,  would  unfit  one  for 
engraving;  the  work  in  planing  and  sawing  would  diminish  the  skill  of  the  wood 
carver.  Work  in  the  trades  that  deal  with  wood  and  metals  (and  these  include  the 
entire  curriculum  of  the  manual  training  school)  would  be  disadvantageous  to  the 
delicate  touch  required  by  the  laborer  on  textile  manufactures,  and  this  class  of 
laborers  is  nearly  as  large  as  the  combined  classes  of  wood  and  metal  workers. 

Your  committee  find  that  the  course  of  study  in  manual  training,  in  so  far  as  it 
concerns  the  education  of  the  hand  is  limited  to  a narrow  circle  of  trades  in  the 
wood  and  metal  industries,  and  that  so  far  as  it  is  auxiliary  to  trades  and  occupa- 
tions directly,  it  covers  the  work  of  only  one  in  twelve  of  the  laborers  actually  em- 
ployed in  the  United  States. 

Indirectly,  as  dealing  especially  with  the  construction  of  machinery,  it  has  a 
much  wider  application,  and  your  committee  believe  that  all  laborers  who  employ 
machines  or  tools  of  any  description  would  be  benefited  to  a greater  or  less  degree 
by  a course  of  manual  training,  and  that  there  is  something  educative  in  it  for  all 
who  are  to  use  machines.  This  is  the  most  important  argument  that  can  be  urged 
by  the  advocates  of  the  manual  training  school  in  behalf  of  its  educative  value. . 


FALLACIOUS  ARGUMENTS  DISCUSSED. 


Your  committee  would  here  call  attention  to  other  arguments  often  used  which 
are  weak  and  misleading,  such  for  example  as  the  statement  that  manual  training 
cultivates  the  powers  of  attention,  perseverance  and  industry.  These  are  formal 


VALUE  OF  INDUSTRIAL  DRAWING. 


13 


powers  and  not  substantial,  that  is  to  say,  they  derive  their  value  from  what  they 
are  applied  to,  and  they  may  be  mischievous  as  well  as  beneficial.  The  power  of 
attention  may  be  cultivated  by  the  game  of  chess  or  the  game  of  whist,  or  of  draw 
poker,  or  to  the  picking  of  pockets,  but  it  is  only  attention  to  those  subjects  and  not 
attention  in  general  that  is  cultivated.  The  whist  player  who  has  developed  care- 
ful circumspection,  keen  attention,  the  calculation  of  probabilities  in  the  matter  of 
cards  is  quite  likely  not  to  manifest  them  in  regard  to  higher  matters  of  observation 
of  nature  or  the  study  of  man.  All  games  of  boys,  for  instance  marbles,  quoits, 
base  ball,  jack  straws,  are  educative,  especially  in  such  matters  as  are  named  as 
results  of  manual  training,  namely:  (a)  the  development  of  the  physical  powers; 
(b)the  acquisition  of  dexterity  of  hand  and  accuracy  of  eye;  (c)  in  perseverance; 
(d)  in  attention.  These  moreover  carry  with  them  some  general  training  and  give 
the  boy  a similar  ability  in  a field  of  related  subjects.  But  it  would  not  be  fair  to 
expect  that  these  qualities  of  mind  would  show  themselves  in  the  boy’s  work  in 
mathematics  or  history,  for  his  interest  in  these  games  might  make  him  dull  and 
inattentive  to  all  school  studies.  Boys  may  love  the  work  of  the  manual  training 
school  and  dislike  history,  grammar  and  mathematics,  and  all  book  learning,  in 
fact;  but  to  be  excellent  in  manual  training  would  not  prevent  him  from  being  illit- 
erate and  a bad  neighbor  and  a bad  citizen — even  a dynamiter. 

THE  EDUCATIVE  EFFECT  IS  IN  INVERSE  RATIO  TO  THE  SKILL  ACQUIRED. 

Your  committee  would  further  call  attention  to  the  fact  that  what  is  educative 
at  one  time  may  be  entirely  without  such  an  effect  at  another,  or,  indeed,  it  may  be 
deadening  to  the  mind.  Thus  the  advocates  of  manual  training  admit  that  it  is 
useful  as  education  only  if  not  carried  to  the  point  of  arriving  at  skill  in  production. 
This  feature,  of  course,  makes  against  the  economical  argument  in  behalf  of  such 
schools.  According  to  the  economic  view  skill  in  production  is  the  primary  object 
aimed  at  by  introducing  the  training  of  the  hand  into  schools.  But  M.  Sluys,  the 
Belgian  Normal  school  director  who  reports  on  the  Swedish  system,  says  that  when 
the  child  is  compelled  to  manufacture  large  numbers  of  a given  object  in  order  to 
acquire  skill  in  the  work,  the  educative  value  of  the  work  diminishes.  “ From  the 
third  or  fourth  sample  his  interest  wanes;  mechanical  repetition  invariably  excites 
disgust  for  any  work.” 

Your  committee  would  call  attention  here  to  the  fact  that  if  an  educative  oppor- 
tunity is  gained  by  not  requiring  mechanical  repetition  to  the  point  of  acquiring 
skill,  there  is  also  an  educative  opportunity  lost;  for  the  patience  and  perseverance 
that  pursues  its  work  to  the  end  and  bravely  keeps  down  any  tendencies  to  disgust 
at  the  lack  of  novelty  is  a moral  education  indispensable  to  success  in  any  manual 
calling.  No  teaching  in  the  studies  of  the  schools  as  they  are  would  be  esteemed  of 
a high  order  if  it  did  not  train  its  pupils  to  attack  difficult  studies  like  arithmetic 
and  grammar  and  courageously  overcome  them.  Mere  natural  disinclination  and 
impatience  must  be  conquered  before  the  child  can  become  a rational  being. 

THE  GREAT  VALUE  OF  INDUSTRIAL  ART  DRAWING  IN  AESTHETIC  TRAINING. 

Your  committee  would  further  suggest  that  no  justice  as  yet  has  been  done  by  the 
advocates  of  manual  training  to  the  claims  of  industrial  drawing  as  a training  for 
the  hand  and  eye  and  the  aesthetic  sense.  If  the  pupil  pursues  this  study  by  the 
analysis  of  the  historical  forms  of  ornament,  and  acquires  familiarity  with  graceful 
outlines  and  a genuine  taste  for  the  creation  of  beautiful  and  tasteful  forms,  he  has 
done  more  towards  satisfying  the  economic  problem  of  industry  than  he  could  do 
by  much  mechanical  skill. 

THE  IMPORTANCE  OF  AESTHETIC  CULTURE. 

The  great  problem  in  the  industry  of  nations  has  come  to  be  the  aesthetic  one  — 
how  to  give  attractive  and  tasteful  forms  to  productions  so  as  to  gain  and  hold  the 
markets  of  the  world. 

The  object  of  the  study  of  drawing  in  our  schools  is  not  the  acquirement  of  a 
“ new  art  of  expression,”  to  use  the  stale  definition  put  forward  by  some  of  the 
advocates  of  the  self-styled  “ new  education,”  because  it  is  not  worth  the  pains  to 
learn  the  art  of  drawing  merely  to  make  pictures  of  what  is  seen  or  what  is  fancied. 
Rather  is  drawing  the  best  means  of  acquiring  familiarity  with  the  conventional 
forms  of  beauty  in  ornament  — forms  that  express  the  outlines  of  freedom  and 
gracefulness  and  charm  all  peoples,  even  those  who  have  not  the  skill  to  produce 
such  forms. 


14 


EDUCATION  IN  THE  INDUSTRIAL  AND  FINE  ARTS. 


Some  nations,  like  the  French  for  example,  have  educated  their  working  classes 
for  many  generations  in  this  matter  of  taste,  and  it  has  become  a second  nature. 
Other  nations,  the  Anglo-Saxon  among  them,  are  not  naturally  gifted  with  a taste 
for  the  production  of  the  beautiful,  but  rather  with  a tendency  to  look  for  the  dyna- 
mic, the  lines  of  force  rather  than  of  freedom.  They  are  content  to  produce  what 
is  strong  and  durable  and  useful.  But  this  has  led  them  to  the  discovery  that  they 
must  also  be  content  with  inferior  places  in  international  expositions  and  with  a 
virtual  exclusion  from  the  markets  of  the  world.  Only  a high  tariff  can  force  any 
considerable  consumption  of  useful  articles  of  clumsy  and  unsightly  shapes. 

In  view  of  these  facts  your  committee  have  deemed  it  desirable  to  mention  indus- 
trial drawing  and  the  true  method  of  teaching  it  by  the  analysis  and  production  of 
the  standard  ideals  in  ornament,  as  worthy  of  most  careful  consideration  on  the 
part  of  all,  and  especially  on  the  part  of  all  interested  in  manual  training  instruc- 
tion, either  for  its  economical  or  its  educative  advantages.  Respectfully  submitted. 

George  P.  Brown, 

S.  S.  Parr, 

J.  H.  Hoose, 

, W.  T.  Harris, 

Committee  on  Pedagogics. 


o 


